Day: Monday Week of: January 28Critical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can publish my writing.W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

I can use an apostrophe to form possessives.L.2.2.CUse an apostrophe to form contractions and frequently occurring possessives.

WritingStudents will continue to publish their how to piece. If completed they will complete a how to on either how to make a peanut butter sandwich, hot chocolate or to build a snowman.

LanguageWatch Possessive Nouns Brainpop. Complete Possessive Palooza. Students will be sorting the nouns into possessive or not possessive.

ReadingI can summarize a text.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Mini LessonAfter reading Snow Day, use question cards to guide your discussion. Allow students to discuss and answer questions in both a whole group and small group setting to open up conversation.Show summarizing anchor chart and discuss how we can summarizethe story based on what the character wanted.Students will glue the mini-poster in their spiral and write a summary of the story underneath.

VocabUse Marzano’s steps to introduce the word trudge.

Whole Class Choral Reading

Guided Reading and Literacy Stations

Science/Social Studies

2nd GradeI can explain what natural resources are.

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.

1st GradeNGSS-1-PS4-1-Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

I can plan and conduct investigations to show that vibrating materials can make sound and that sound can make materials vibrate

2nd GradeAdd to cognitive content dictionary. Ask students how many have heard term natural resources and record the numbers. Ask students to predict the meaning of the word and chart their predictions. Write actual definition. Students will turn and talk to generate movements for the definition. Throughout the day, on teacher signal, students will stop, repeat the word, and say the definition while making the motion.Display Natural Resource poster. Use chart paper and create a chart of natural resources based on student involvement. Ask students to point out a natural resource that was listed and explain what that resource is used for or can be made into.

1st GradeMini Lesson: The class will watch Pitch: Straw Kazoos from PBS LearningMedia.https://ket.pbslearningmedia.org/resource/phy03.sci.phys.howmove.zkazoo/pitch-straw-kazoo/Work Time: Students will duplicate the experiment with straws at their tables.Debrief:“Why does the pitch change when you cut the straw?”“What is vibrating in the straw instrument?”

Math2nd GradeAddRegroupPlace value

2nd Grade- add numbers using strategies based on place value.

2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones;

2nd Grade - Eureka Module 4, Lesson 30Intro/Fluency: We will review strategies for subtraction using mental math. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss different strategies for adding numbers and how they work differently to get the same answer. We will discuss reasons why one strategy may be more efficient than another.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

and sometimes it is necessary to compose or decompose tens or hundreds.

1st GradeI can skip count by 2’s.

1.NBT.A.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.

1st Grade1st GradeEureka Module 4, Lesson 1Intro/Fluency:Students complete as many different number bonds as they can in one minute. Take a poll of how many students completed all decompositions for 5, 6, etc., and celebrate accomplishments.Mini Lesson: Application Problem. Students will be in pairs and they will be given a bag of linking cubes where they will practice counting by 2’s.Assessment: Students will complete the problem set and the exit ticket.

Day: Tuesday Week of: January 28Critical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can develop ideas for a personal narrative.

WritingMini Lesson

W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Introduce the topic for the week. This week we will bewriting a personal narrative that focuses on a small moment in our life. Read either Owl Moon, Leaving Morning, Roller Coaster, Fireflies, or Stella Tells Her Story. Discuss how the author took a small moment and added lots of details to make it a story. Our story this week will revolve around a time we were sick orhurt. Have students close their eyes and think about a time they have been sick or hurt. We will narrow down our small moment tomorrow so it’s okay if they think of several occasions when they were sick or hurt for nowbecause today we are just brainstorming. Using the chart, brainstorm ideas together. Allow students to add to the chart as you discuss together.Independent WritingStudents use their diagnosis clipboard to list out different times they have been hurt or sick. They aresimply making a list, not adding lots of details today.SharePartners help each other generate a list of small moments. Students share their “Ouch” moments with their writing partner.

Phonological AwarenessChest GameUse phoneme picture cards and provide each student with a student sheet. Select a picture card and name the picture (e.g., “tree”). Orally segment the word into phonemes (e.g., “/t/ /r/ /ē/”). Blend the phonemes together and says the word (i.e., “tree”). Find the corresponding picture on the student sheet and record the number of phonemes. Continue until all picture cards are used.

ReadingI can determine the lesson of the story.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with

Mini LessonRead Brave Irene by William Steig. This book can be found on Storyline Online. We are going to comparethe two wintry stories over the next two days. Use thequestioning cards for Brave Irene. Discuss what the author is trying to teach you in the story. What lesson can we learn from Brave Irene? Students glue the mini anchor chart in their spiral and answer the question in regards to Brave Irene underneath.

VocabUse Marzano’s steps to introduce the word imagine.

Whole Class Choral Reading

Guided Reading and Literacy Stations

scaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Science/Social Studies2nd GradeI can explain what produce is.

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.1st GradeNGSS-1-PS4-1-Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

I can plan and conduct investigations to show that vibrating materials can make sound and that sound can make materials vibrate.

2nd GradeAdd to cognitive content dictionary. Ask students how many have heard the term produce and record the numbers. Ask students to predict the meaning of the word and chart their predictions. Write actual definition. Students will turn and talk to generate movements for the definition. Throughout the day, on teacher signal, students will stop, repeat the word, and say the definition while making the motion.Explain that we use natural resources to produce other goods for citizens. Distribute What Do Our Trees Produce and complete together as a class.

1st GradeMini-Lesson: The class will watch Sound and Solids: Visualizing Vibrations from PBS LearningMedia to see what happens when a tuning fork is placed in water. https://ket.pbslearningmedia.org/resource/phy03.sci.phys.mfe.ztunefork/sound-and-solids-visualizing-vibrations/

Discussion-Why do you see ripples when you place a vibrating tuning fork in water? Explain.If you were underwater, do you think you could hear the tuning fork? Why or why not?

Math2nd GradeAddRegroupPlace value

2nd Grade- solve two-step word problems within 100.

2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on

2nd Grade - Eureka Module 4, Lesson 31Intro/Fluency: We will review strategies for subtraction using mental math. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss different strategies for adding numbers and how they work differently to get the same answer. We

place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

1st GradeI can identify the tens and ones place of a two digit number.

1.NBT.A.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.

will discuss reasons why one strategy may be more efficient than another.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

1st GradeEureka Math Module 4 Lesson 2Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Students sit at their desks with their materials. (Show 17 using Hide Zero cards.) When I pull apart these Hide Zero cards, 17 will be in two parts. What will they be? (Pull apart 17 into 10 and 7.) You are right! Show me 17 using your linking cubes. How many tens, or ten-sticks, do you have? How many extra ones do you have? Repeat the process following the suggested sequence: 27, 37, 23, and 32. (Show 17 with Hide Zero cards and linking cubes again. Make a blank t-chart on the chart paper.) I can write 1 ten here in this chart. (Write 1 on the left side of the t-chart, which will become the tens place.) How many extra ones do you have? Point to where you think I should write 7. (Write 7 in the ones place.) (Point to the 1 in the tens place.) What does this 1 stand for? Show me with your cubes. I can write tens here because this 1 stands for 1 ten. (Label the place value chart with tens.) Point to the set of cubes that tells us what this 7 stands for. I can write ones here because this 7 stands for...? (Point to the place value chart.) Look at our new chart, which is called a place value chart. What is 1 ten and 7 ones? Work Time: Students will complete Problem Set #1 problems 1 as a whole group. Students will then complete 2 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief :How many tens and how many ones are in the number 29? What amount is greater—2 tens or 9 ones? Explain your thinking. Students will complete the Eureka exit ticket at the end of workshop.

Day: Wednesday Week of: January 28Critical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can use adjectives to describe nouns.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can use an apostrophe to form possessives.L.2.2.CUse an apostrophe to form contractions and frequently occurring possessives.

WritingMini LessonToday we are going to use adjectives to make oursentences more descriptive. We want to show our readers what happened during our small moment. Choose one of the brainstorming band aids fromyesterday to expand upon. We are going to generatesentences together that show our readers what is happening. Use the “Show Not Tell” posters to introduce how we can write “showing” sentences.Usethe blank posters to create more showing sentences as a class.

Independent WritingStudents will make the band aid squares sentences with a partner.Students take the telling sentence and make it a showing sentence. If students aren’t readyfor this yet, have them create a better sentence withadjectives.

ShareStudents share the sentences that they have written.

LanguagePossessives Flapbook: Students fold on the black line and cut on the dotted lines. Students write the possessives in sentences underneath each flap and draw a picture for their sentences.

ReadingI can compare and contrast two stories on the same topic.RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Mini LessonDiscuss the two books that we have read thisweek. Use the comparing questioning cards to discuss how the books are alike and how they are different.Students will use the Venn Diagram to compare andcontrast the two stories. How are they alike? Howare they different? Recall details from both books for the Venn Diagram.

VocabUse Marzano’s steps to introduce the word splendid.

Whole Class Choral Reading

Guided Reading Groups and Literacy Stations

Science/Social Studies2nd GradeI can explain human/natural/capital resources.

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.1st GradeSS-EP-3.3.2 Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).

2nd GradeAdd to cognitive content dictionary. Ask students how many have heard term human resources and record the numbers. Ask students to predict the meaning of the word and chart their predictions. Write actual definition. Students will turn and talk to generate movements for the definition. Throughout the day, on teacher signal, students will stop, repeat the word, and say the definition while making the motion.Every good/service that we buy has to be produced by someone. The people producing them are called human resources. People that work for businesses are human resources. The people who make our pizza, cut our hair, or work at the cashier are all human resources.Distribute and complete Human/Natural/Capital list together as a class.

I can describe goods and services and how people acquire them

1st GradeMini-Lesson: Class will watch a brainpopjr video on goods and services.

Work Time/Debrief: Class will take the easy quiz. Students will then write about a good or service that is important in their lives. What would happen if they didn’t have it.

Debrief: Explain the difference between a good and a service.

Math

1st GradeI can identify two-digit numbers as either tens and some ones or as all ones.

1.NBT.A.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.

2nd GradeCommon Assessment for Module 4

1st GradeEureka Math Module 4 Lesson 3Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Students gather in the meeting area in a semicircle formation. Show me your magic counting sticks. Wriggle them in the air. Now, show me 1 ten. Show me 10 ones. How can we show 34 using our magic counting sticks? Great idea! (Call up four volunteers.) Show us 34. How many tens and ones make up 34? How many ones is the number 34 made of? I heard some students say that there are 4 ones. Think again. If we only use ones to make 34, how many will it take? Open your hands to show your fingers, volunteers! How many ones make up 34? How many ones is the same as 3 tens 4 ones? Let’s count to check. How should we count? Great idea. Let’s count by grouping the 10 ones. Start with Student A. How many ones are here? Keep counting! Great. Let’s do some more. (Call up three volunteers.) Show me 27 ones. If you are able to make a ten, clasp your hands.Work Time: Students will complete Problem Set #1 problems 1-2 as a whole group. Students will then complete 3-4 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief :Look at Problem 6. What is your solution? How are both of these answers correct? Students will complete the Eureka exit ticket at the end of workshop.

Day: Thursday Week of: January 28Critical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can organize my writing into a personal narrative.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closureW.2.8Recall information from experiences or gather information from provided sources to answer a question.

WritingMini LessonToday we are going to take our brainstorming ideas and begin to develop the organization of our story. We are focusing on small moments, not all of the details today.Students will choose one occasion where they were sick or hurt. We are going to magnify that small moment. We don’t want to discuss ALL of the times we have been sick or hurt. Have students get out their brainstorming clipboard from Tuesday. Students highlight or circle the ONE sick/hurt moment to write about for the week. Model choosing one event and how to expand that event giving details. For example: I was sick with the flu: I had to leave school early, I went to the doctor, It made me feel weak and tired, I stayed home from school for a week.Introduce the transition words to your students (we are focusing on first, next, then, and last). Discuss the best order for them to appear in your story. Also discuss how they help us to transition from one idea to the next. Using the chart, or graphic organizer, decide how we should organize our story. For example: First, I was playing on the monkey bars. Next, I fell down and heard a pop. Then, my teacher rushed me to the nurse. Last, I went to the doctor and got a cast. We want to organize the events in the order of how things happened so that it makes sense to our readers

Independent WritingStudents begin organizing their small moment on the graphic organizer. Students can write ideas or draw a picture to symbolize the four events that support their small

moment.

ShareStudents share their small moment with their writing partner. Partners help each other to organize their events in a sequence that makes sense to the reader.

Phonological AwarenessUnifix CubesUsing a mixture of the the words that have been used in previous lessons, have the students use different color Unifix cubes to show how many sounds they hear when segmenting the words. Students will connect the correct amount of cubes for each word.

ReadingI can answer questions about text using evidence from the text.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Mini LessonFiction Passage: The Lost Mittens-students readthe passage and answer the questions using evidencefrom the passage.

VocabUse Marzano’s steps to introduce the word fret.

Whole Class Choral Reading

Guided Reading and Literacy Stations

Science/Social Studies

2nd GradeI can explain what specialization is.

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.1st GradeSS-EP-3.3.1Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising).

I can explain the difference between wants and needs

2nd GradeAdd to cognitive content dictionary. Ask students how many have heard term specialization and record the numbers. Ask students to predict the meaning of the word and chart their predictions. Write actual definition. Students will turn and talk to generate movements for the definition. Throughout the day, on teacher signal, students will stop, repeat the word, and say the definition while making the motion.Explain that certain businesses provide certain goods and services. If you needed to buy sports equipment or pet food, what special stores could you go to?Create a T-Chart with Economic Wants and Business Provider in each column. Brainstorm a list of businesses and the economic wants that those businesses provide. Complete the Businesses & Specialization activity together as a class.

1st GradeMini-Lesson: Teacher will briefly explain supply and demand to students.

Work Time:Distribute beans or play money to students and then offer different items for auction. You may want to offer items that might be exciting to students, and thus a high demand, and some items that have less perceived value and will have lower demand. Then have students bid on items using their beans. Which items had higher “prices”? Why? Help students realize that supply and demand help determine and control the price of certain goods and services.

Debrief: What is supply and demand? Why is it important?

Math2nd GradeAddSubtractTensHundreds

2nd Grade- add and subtract by ten and one hundred using strategies based on place value.

2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the

2nd Grade - Eureka Module 5, Lesson 1Intro/Fluency: We will review strategies of place value along with 10 more and 10 less. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss strategies for adding and subtracting by 10 and 100. We will also practice both adding and subtracting in the same pattern using arrow models.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit

strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

1st GradeI can write and show that two-digit numbers are addition sentences that combine tens and ones.

1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones

Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

1st Grade Eureka Math Module 4 Lesson 4

Opening - Application Problem - Students will draw a picture to solve a word problem.

Mini Lesson - Concept Development- Students gather in the meeting area in a semicircle formation with their personal white boards. The toolkits of 4 ten-sticks are at their individual desks or tables. (On the floor, lay out 3 ten-sticks and 7 individual cubes.) Say this number as tens and ones. S: 3 tens 7 ones. T: Which is the same as the number…? S: 37. T: (Fill in the place value chart.) 3 is the digit in the tens place. 7 is the digit in the ones place. (Point to each digit in the chart.) T: On your personal white board, make a number bond that shows the tens and the ones. S: (Take apart 37 into 30 and 7.) T: (Record the number bond on the chart.) Write as many addition sentences as you can that use your number bond. Circulate and ensure that students are only using the three numbers from this bond: 37, 30, and 7. If students begin writing subtraction sentences, remind them of the directions. Perhaps challenge some students to consider subtraction sentences, but these sentences are not addressed during the course of the lesson. Say a number sentence that matches this number bond. Start with the part that represents the tens. (Record on the chart as students answer.) Start your number sentence with the ones. (Record on the chart.) 37 is the same as…? (Write 37 =…, and complete the number sentence as students answer.) This time, start with the ones. 37 is the same as…? (Write 37 =…, and complete the number sentence.) Talk to your partner. What do you notice about the addends in all of these number sentences? Great. (Point to 7.) 7 more than 30 is…? Say the whole sentence. (Point to 30.) 30 more than 7 is…? Say the whole sentence.

Work Time: Students will complete Problem Set #1 problems 1-2 as a whole group. Students will then complete 3-4 with their shoulder partner. They will

complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.

Debrief : How can solving Problem 1 help you solve Problem 2?

Students will complete the Eureka exit ticket at the end of workshop.

Day: Friday Week of: January 28Critical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can organize ideas and use temporal words to sequence and develop a personal narrativeW.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.8Recall information from experiences or gather information from provided sources to answer a question.

I can use an apostrophe to form possessives.L.2.2.CUse an apostrophe to form contractions and frequently occurring possessives.

WritingMini LessonToday we are going to take the story sequence we started yesterday to write a rough draft. Using the chart or graphic organizer from yesterday, model how to take those events and expand them. To really drive home this concept, take a magnifying glass and show students how we are going to really magnify our story events. We want to describe our events and expand upon each one. Using chart paper, or your projector, model how to write a rough draft with your students. Allow students to help you generate ideas and create sentences for your rough draft.Show students how you want them to write their rough draft. They can use the medical booklet, or scratch paper. Remind students to use showing sentences in their writing.

Independent WritingStudents will use their graphic organizer from yesterday and begin writing their rough draft. Students can either do this on the booklet, in their writing spiral, or on scratch paper.

ShareStudents work together to develop their events and expand their writing. Partners can help each other generate ideas and sentences for their writing.

LanguageMake Me Possessive: Students read what’s in the box and look at the picture. Students then write a possessive for each picture shown.

ReadingI can answer questions about a text using evidence.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate

Mini LessonNonfiction Passage: Students read the passage andchoose one of the sports to write about.

VocabUse Marzano’s steps to introduce the word scattered.

understanding of key details in a text.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Whole Class Choral Reading

Guided Reading Groups & Literacy Stations

Science/Social Studies2nd Grade

1st GradeI can demonstrate welcoming and inviting behaviors.

CCS: SL.1.1Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.

2nd GradeSecond Steps Character Development

1st GradeSecond Steps

Math2nd GradeAddHundreds

2nd Grade- add by multiples of 100 using strategies based on place value.

2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or

2nd Grade - Eureka Module 5, Lesson 2Intro/Fluency: We will review forms of numbers. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss adding multiples of 100 using a variety of strategies.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

1st GradeI can identify 10 more, 10 less, 1 more, and 1 less than a two-digit number.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones

1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1st GradeEureka Math Module 4 Lesson 5

Opening - Application Problem - Students will draw a picture to solve a word problem.

Mini Lesson - Concept Development- Students sit at their desks with all of the materials. (Show the Rekenrek bracelet stretched out as a vertical line.) When we made drawings to show this Rekenrek bracelet stretched out, we called it a…? You’re right! We drew 10 circles showing the beads. We also drew a line through it to show that there are 10 circles or beads. (Draw a 5-group column on the board.) (Place 4 individual beads next to the Rekenrek bracelet.) How many beads are there? Say an addition sentence that represents how many beads there are, starting with 10. Draw the number of beads using 5-group columns. (Add two more Rekenrek bracelets representing 34.) How many beads are here now? Let’s count. Draw the number of beads using 5-group columns. (Give 10 seconds to draw.) Your time is up! Wow, drawing 34 beads would take us a long time! Let me show you a shortcut to drawing tens. Watch how quickly I can represent 34. (Draw 3 quick tens and 4 circles.) Now, you try drawing 34 using quick tens. We call each of these lines a quick ten. How do you think it got its name?

Work Time: Students will complete Problem Set #1 problems 1-2 as a whole group. Students will then complete 3-6 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups. Debrief :Look at Problem 9. In what ways did the pictures change from the starting number to the end number? Explain why this is so. Which digit changed?

Students will complete the Eureka exit ticket at the end of workshop.